Limitations and Possibilities of Dialogue Among Researchers, Policymakers, and Practitioners: International Perspectives on the Field of Education

ISBN-13: 9780415945455 / Angielski / Twarda / 2003 / 264 str.

Mark B. Ginsburg

Opis

A description of the contemporary rural condition and efforts to sustain rural life in one small Minnesota community at the turn of the 21st century. Like many other agricultural based towns, Prairie Town struggled for survival within the context of the on-going farm crisis, NAFTA, neoliberal agricultural policies and growing agribusiness that negatively impacted many farmers throughout the world. The effects of globalization, the displacement of rural workers to urban areas and the deterioration of rural life were a widespread phenomenon. In spite of these complex issues, Prairie Town worked to define a new rural life, one which entailed a new rural literacy - a new way of reading rural life - that changed the way rural life, work and education were realized. Prairie Town's story offers readers hope as it shows that neoliberalism is not inevitable, nor is the demise of rural America. From this community, we learn that not everything can be bought and sold, and disidentification with dominant societal structures is possible within a participatory democratic society.

Spis treści

Chapter 1 Dialogue about Educational Research, Policy, and Practice, Mark B. Ginsburg, Jorge M. Gorostiaga; Chapter 2 Dancing in the Dark, Anne Klemperer, Henno Theisens, Frans Kaiser; Chapter 3 Linking Research, Policy, and Strategic Planning to Education Development in the Lao People’s Democratic Republic, Don Adams, Geok Hwa Kee, Lin Lin; Chapter 4 Teacher Peripheralization in Comparative Education, Paul R. Fossum, Patricia K. Kubow; Chapter 5 Researching Women’s Literacy in Mali, Laurel Puchner; Chapter 6 “Other” Perceptions, Sandra L. Stacki; Chapter 7 Reinventing Research for Educational Reform, Craig G. Wishart, DeStefano Joseph; Chapter 8 Ideology in Educational Research and Policy Making in the United States, Michele S. Moses, Gair Marina; Chapter 9 Dialogue between “Academic” and “Community” Researchers, Kevin J. Gormley; Chapter 10 Enhancing Dialogue Among Researchers, Policy Makers, and Community Members in Uganda, Joseph Carasco, Nancy Clair, Lawrence Kanyike; Chapter 11 Policy Making, Critical Analysis, or Both—What Role for Educational Research?, Holger Daun; Chapter 12 “Designed” Dialogues, Susan L. Robertson, Roger Dale;

O autorze

Mark B. Ginsburg, Jorge M. Gorostiaga